WHAT WORKS IN LITERACY INSTRUCTION

High-Quality Literacy Framework

Reading: Inseparable from Overall Literacy

Reading: Inseparable from Overall Literacy

Oral language development

Children’s oral language competence is strongly predictive of their facility in learning to read and write: listening and speaking vocabulary and even mastery of syntax set boundaries as to what children can read and understand no matter how well they can decode.

CCSS Appendix A, pg. 26

Reading: Inseparable from Overall Literacy

Reading – Writing Connection

Writing about text enhances youngsters’ comprehension of it.Teaching students how to write strengthens their comprehension, fluency, and word reading skills.Increasing how much students write improves how well they read.

Writing to Read, Evidence for How Writing Can Improve Reading, Carnegie Corporation Report,

pg. 23

Reading: Inseparable from Overall Literacy

Iowa Core Intent

An integrated model of literacy

Although the Standards are divided into Reading, Writing, Speaking & Listening, and Language strands for conceptual clarity, the processes of communication are closely connected…

Iowa Core ELA Standards, pg. 4

Immerse Students in Literacy

Purposefully provide…Opportunities for discussion in small and large

groupsClassroom libraries that are well organizedEasy access to booksWide and deep selection of reading materialsFiction and nonfiction textsEasy access to writing toolsPlaces to read, write, and collaborate Student and group writing displayed

7

Sentences generated during shared writing

and reading are displayed for easy

reference.

8

Allington (2001) recommends “at least 500 different books in every classroom”

9

Nonfiction and Fiction . . .providing a more balanced reading diet

10

Spaces to read, write and practice literacy skills should exist in

every classroom.

11

Paragraphs from composing together provide content for reading practice for

groups and for individuals. They also serve as reference

sources—and provide writing examples.

12

Word walls for working on rimes, phonics generalizations, morphemes and parts of speech

13

Writing, revising, reading . . . Engaging students in moving ideas from the mind,

to speech, to print

Immerse Students in Literacy

Table talk …

Organizing Principals

Note on Range and Content of Student Reading K-5

…Through extensive reading of stories, dramas, poems, and myths and exposure to visual media from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. …

Iowa Core English Language Arts Standards, pg. 10

Sufficient Time, Range and Content

Table talk…

How is your schedule supporting literacy

development?

How are classroom texts supporting literacy

development?

Research-based Strategies

Sufficient Time, Range and Content

Table talk…

How do you monitor and study implementation?How do you know when

it’s working?

Essential Elements of Literacy

Print ConceptsPhonemic AwarenessPhonicsFluencyVocabularyComprehensionWriting

Every Day Data

Learning is the Constant

Time + Instruction = Learning

Learning is the Constant

Time + Instruction = Learning

Iowa Reading Research Center